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A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?

COVID-19 pandemic has transformed much of the medical curriculum delivery from in person to online. Given that interpersonal interaction facilitates team cohesion and professional identity formation, prolonged online learning with minimal social interaction might impact these competencies in medical...

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Detalles Bibliográficos
Autores principales: Lee, Irene Cheng Jie, Wong, Peiyan, Goh, Suzanne Pei Lin, Cook, Sandy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9039979/
https://www.ncbi.nlm.nih.gov/pubmed/35493983
http://dx.doi.org/10.1007/s40670-022-01538-5
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author Lee, Irene Cheng Jie
Wong, Peiyan
Goh, Suzanne Pei Lin
Cook, Sandy
author_facet Lee, Irene Cheng Jie
Wong, Peiyan
Goh, Suzanne Pei Lin
Cook, Sandy
author_sort Lee, Irene Cheng Jie
collection PubMed
description COVID-19 pandemic has transformed much of the medical curriculum delivery from in person to online. Given that interpersonal interaction facilitates team cohesion and professional identity formation, prolonged online learning with minimal social interaction might impact these competencies in medical education. To mitigate the impact of prolonged social isolation, we conducted synchronous team-based learning (TBL) classes, where half the class is physically present and the other is connected via an online platform, termed hybrid TBL. We present practical tips in implementing hybrid TBL for educators teaching in large-sized classes, should conditions exist where not all students can attend in person.
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spelling pubmed-90399792022-04-26 A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It? Lee, Irene Cheng Jie Wong, Peiyan Goh, Suzanne Pei Lin Cook, Sandy Med Sci Educ Monograph COVID-19 pandemic has transformed much of the medical curriculum delivery from in person to online. Given that interpersonal interaction facilitates team cohesion and professional identity formation, prolonged online learning with minimal social interaction might impact these competencies in medical education. To mitigate the impact of prolonged social isolation, we conducted synchronous team-based learning (TBL) classes, where half the class is physically present and the other is connected via an online platform, termed hybrid TBL. We present practical tips in implementing hybrid TBL for educators teaching in large-sized classes, should conditions exist where not all students can attend in person. Springer US 2022-04-26 /pmc/articles/PMC9039979/ /pubmed/35493983 http://dx.doi.org/10.1007/s40670-022-01538-5 Text en © The Author(s) under exclusive licence to International Association of Medical Science Educators 2022
spellingShingle Monograph
Lee, Irene Cheng Jie
Wong, Peiyan
Goh, Suzanne Pei Lin
Cook, Sandy
A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?
title A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?
title_full A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?
title_fullStr A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?
title_full_unstemmed A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?
title_short A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?
title_sort synchronous hybrid team-based learning class: why and how to do it?
topic Monograph
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9039979/
https://www.ncbi.nlm.nih.gov/pubmed/35493983
http://dx.doi.org/10.1007/s40670-022-01538-5
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